Abstract

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Active Learning Through Technology (ALERT!);
Modern Physics. An Update

Abstract

In a previous ASEE presentation the author described first results in using some
technological innovations in a one semester course in modern physics for sophomore engineering
students. That paper compared results from two semesters before using the technology with one
semester using it. In this paper results are given for two additional semesters. Data for 233 pre-
project students and 298 project students are now available. Several important aspects of the
conduct of the course were changed during this time, so the conclusions from the data are
somewhat subjective. Nevertheless, others contemplating using similar technology might find
the discussion useful. The technology has made it possible to increase conceptual understanding
while making a small improvement in grades. The best students did significantly better. The
most beneficial outcome provided by the technology was the in-class information about student
misconceptions, making it possible to improve the teaching. Some examples are given.

Introduction

In the fall 2005 semester the author initiated project ALERT! to improve learning in a
one semester lecture course in modern physics for sophomore engineering students. By
increasing emphasis on active learning I hoped to improve conceptual understanding, improve
attendance, and raise grades. A previous paper1 presented the basis of this project in the body of
educational research, described the software and hardware introduced, and discussed results from
slightly more than one semester of operation. That discussion and references will not be
repeated here. Those early results made for cautious optimism. The present paper compares
three semesters with use of this project to teach 298 students and two semesters with 233
students before introducing ALERT! and gives some general results relevant to teaching modern
physics. At the time this paper is being written, at the end of the fall 2006 semester, only slight
improvements in grades have been achieved except, possibly, among the best students. This lack
of significant enhancement is due in part to increased emphasis in tests on conceptual
understanding, and to the freedom given to the students to learn outside of class, among other
factors.

It is necessary first to give some background information. This course is the last in a
three course sequence. Until now the sequence began in the first semester of the freshman year.
Recently the start was shifted to the second semester, and these students will show up first in this
course in spring 2007. The course is given each semester, until now to about 250 students per
year. In the spring the class comprises coop students who have spent one semester off campus.
Beginning spring 2007 the course becomes an elective and will have about 150 students per year.

The course carries two credits, whereas the previous two courses each carry three credits.
Officially only two lecture meetings per week are scheduled, but a third, strictly voluntary
recitation session immediately follows the second lecture. Topics fall into three groups:
electromagnetic waves, including interference and diffraction; quantum mechanics, including